Relationship of match/mismatch of student-teacher learning styles, stress, and academic achievement

Abstract

Conceptualization Figure 2. Kolb's learning style model The four steps of this model (Figure 2) represent two distinct, independent, bipolar dimensions of learning theory. The first dimension characterizes how individuals perceive or take in new information. It involves the choice between concrete (sensing/feeling) and abstract (thinking). The second dimension describes the manner in which individuals process what they take in. It involves the choice between active (doing) and reflective (watching). Kolb held that highly individualized styles of information utilization are developed on each of these bipolar dimensions. It was Kolb's premise, however, that effective learners rely on all four learning modes. To assess an individual's learning style, Kolb (1976) developed the Learning Stvle Inventorv (LSI) which was revised in 1985. The four quadrants of the grid represent the four statistically prevalent learning styles of Kolb's model. They are converger, diverger, assimilator, and